English III - 2nd Block Spring 2018 Assignments
- Instructors
- Term
- 2017-2018 School Year
- Department
- English Department
- Description
-
English III
This course will focus on reading and comprehending a chronological survey of American Literature, including fiction and literary nonfiction, in the grades 11-12 text complexity band proficiently, with scaffolding as needed at the high end of the range. Throughout the course students will write routinely over extended time frames for a range of discipline-specific tasks, purposes, and audiences. Attention will be given to accurately using general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level. Language and conventions will be taught throughout the course through routine writing practice. Students will take the English III TN Ready Assessment upon completion of the course.
Essential Learning Objectives:
1. Support analysis of a complex set of ideas or sequence of events through relevant textual evidence and an objective summary.
2. Analyze multiple themes or central ideas of a text by synthesizing their development through the authors' choices of literary elements.
3. Distinguish among authors' claims and rhetorical techniques to advance their purpose, especially texts of historical significance.
4. Produce essays that follow the designated writing prompt with attention to appropriate format, transitional words, grammar, and punctuation with emphasis on advanced sentence structures and vocabulary usage.
Writing Objectives:
Following the conventions of standard grammar rules, students will be able to follow a guided format in demonstrating the following writing types: narrative writing, explanatory/informational writing, and argumentative writing.
Files
Upcoming Assignments
No upcoming assignments.
Past Assignments
Due:
Assignment
PEACEFUL WARRIOR
The point of power is in the present moment. Practicing present moment awareness is the most direct route to mastering the control that the ego has over most people. Thus, being “conscious of your actions and responsible for your choices” can help one reach one’s full potential.
YOUR TASK:
Relate the following quote to your own experiences in life and how the information you have been presented in the film and from Benjamin Franklin’s autobiography can be used to make you a better student and a better person in all aspects of your life: physically, mentally, financially, and relationally. Make sure to reference specific evidence from the quote and paraphrase moments from the film and autobiography.
“Remember what is important … It’s not having everything go right; it’s facing whatever goes wrong. It’s not being without fear; it’s having determination to go on despite it. It’s not where you stand, but the direction you’re going in. It’s believing you have already been given everything you need to handle life. It’s not being able to rid the world of all its injustices; it’s being able to rise above them. It’s the belief in your heart that there will always be more good than bad in the world. Remember to live just this one day and not add tomorrow’s troubles to today’s load. Remember that every day ends and brings a new tomorrow full of exciting new things. Love what you do, do the best you can, and always remember how much you are loved.”
– Diane Mastromarino For an Extra-Special Teen
Due:
Assignment
Due:
Assignment
English III - TNReady EOC Testing
Tuesday, April 17th - Thursday, April 19th
Monday, April 16th
- Read & Annotate: Excerpt from “Location, Location, Location”(Chapter 6 from The Joy of X by Steven Strogatz)
- TNReady Multiple Choice Assessment
- POSTER of Writing Reminders for Three Modes of Writing
Tuesday, April 17 – Thursday, April 19 – TNReady EOC Testing
Wednesday, April 18th
Topic: Teaching television in the classroom
1st Read: Highlight the textual evidence for benefits in yellow.
2nd Read: Highlight the textual evidence for the disadvantages in a different color.
Lastly, complete the question analysis.
Friday, April 20 – ELA Reward Day!
Due:
Assignment
Tuesday, April 10th
Bell Workà General Discussion: Test Taking tips; Online Version Concerns
Mystery Riddles - Discussion (Trivia Style)Learning Intentions:
- How do I read efficiently to support my learning?
- How do I select answers to demonstrate my understanding?
SUCCESS Criteria:
- I can pause after reading of a short section and reflect on my comprehension by jotting notes.
- I can first understand what the question is asking and determine my initial response and go back to the text to verify my understanding.
Responsible Expectations:
Excerpt from “Is it a Crime for a Citizen of the United States to Vote?” by Susan B. Anthony
- Read article (stop to jot down notes after each paragraph)
- Engage in test taking discussion for the answer selection process with your partner.
- Individual practice with Context Clues.
Due:
Assignment
English III
Prepping for TNReady testing
Monday 4/2
Bell Work-> Mystery Riddles
CAB Assessment / Nextera
Tuesday 4/3
Bell Work- Triva Style - Mystery Riddles
CAB Assessment / Nextera
Wednesday 4/4
Khan Academy – Central Idea and Point of View
Khan Academy – Text Structure Questions
Thursday 4/5 *Modified Schedule
CAB Assessment / Nextera (EOC Practice 3)
Friday 4/6
PROM 2018!!!!!
Due:
Assignment
English III
Standard: R.IKI.7
Cornerstone: Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
Standard: W.TTP.1
Cornerstone: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
- Introduce precise claim(s).
- Develop claim(s) and counterclaim(s) fairly, supplying evidence for each claim and counterclaim while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns.
- Create an organization that establishes cohesion and clear relationships among claim(s), counterclaim(s), reasons, and evidence.
- Provide a concluding statement or section that follows from and supports the argument presented.
- Use precise language and domain-specific vocabulary to manage the complexity of the topic.
- Establish and maintain a formal style and objective tone.
Monday 3/19
Bell Workà The New Economy YouTube What will our future look like?
The interviewees suggest that the most seriously threatened positions are relatively unskilled; do you think increases in the capabilities of computers will spare the highly educated or highly skilled, or should their long-term job security be called into question as well?
Learning Intentions:
- How do I write an argumentative essay?
SUCCESS Criteria:
- I can write an argumentative essay with an effective introductory, claims paragraphs, counterargument paragraphs, and conclusion by use of my notes and limited assistance.
Prompt: Will Computers Edge People Out of Entire Careers?
2. Answer questions from the reading packet...
3. Peer Argumentative Essay
Choose a position as for or against, and begin writing an argumentative essay using the appropriate format, vocabulary, and overall structure.
*Each student will collaborate on what to write and have his or her own paper to turn in.
Exit: How did you and your partner decide which position to pick?
Tuesday 3/20 – ACT DAY @ HHS
Wednesday 3/21
Bell Workà Will you be ready?
Learning Intentions:
- How do I write an argumentative essay?
SUCCESS Criteria:
- I can write an effective argumentative essay by using my notes and limited assistance.
- I can evaluate an essay for an effective introductory, claims paragraphs, counterargument paragraphs, and conclusion by use of my notes and assessment rubric.
- Read Aloud – Gathering textual evidence
- Argumentative EssayPrompt: Will Computers Edge People Out of Entire Careers?
Exit: If the prompt “Will Computers Edge People Out of Entire Careers?” was a narrative writing prompt, how would the focus and organization be different?
Thursday 3/22
Bell Work --> What's your claim and why?
For some people, online social networking sites help them make new friends and keep in touch with old ones.
For others, social networking sites may be reinforcing existing biases and limits new social experiences.
"ANTI-SOCIAL NETWORKS? WE’RE JUST AS CLIQUEY ONLINE"
"What Adolescents Miss When We Let Them Grow Up in Cyberspace"
Friday 3/23 *Reward
I am Sam
Due:
Assignment
English III
Standard: R.IKI.7
Cornerstone: Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
Standard: W.TTP.1
Cornerstone: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
- Introduce precise claim(s).
- Develop claim(s) and counterclaim(s) fairly, supplying evidence for each claim and counterclaim while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns.
- Create an organization that establishes cohesion and clear relationships among claim(s), counterclaim(s), reasons, and evidence.
- Provide a concluding statement or section that follows from and supports the argument presented.
- Use precise language and domain-specific vocabulary to manage the complexity of the topic.
- Establish and maintain a formal style and objective tone.
Monday 3/12
Bell Work à In this video, a mother from the Crown Heights neighborhood of Brooklyn, New York, shares her perspectives on “stop and frisk.” Her son, who is a high school senior preparing for college, also shares his firsthand experiences with being stopped and searched. How does “stop and frisk” damage ties between communities and the police?
In 2011, the New York Police Department made over 684,000 street stops - a 14% increase over 2010. Close to 90% of the stops resulted in no arrest or summons whatsoever, yet they often trigger severe consequences – including job loss, eviction, and even deportation of permanent residents who are not citizens. The overwhelming majority of folks stopped are black or Latino men.
“Stop and Frisk: Right or Wrong?” article and questions
"Do Juvenile Killers Deserve Life Behind Bars?" article and questions
Exit Ticket- What is a claim and counterclaim? Why would it be important to acknowledge an opposing side's view?
Tuesday 3/13
Bell Work à Understanding different perspectives
Discussion: Arguments
How can it be important to determine who is it fault for a breakup?
When would it not matter to hear the truth for the breaking apart of a couple?
Learning Intentions:
- How do I select textual evidence to possibly include for an argumentative essay?
- How do I write an argumentative essay?
SUCCESS Criteria:
- I can analyze relevant textual evidence that answers the prompt and decide the position is best supports.
- I can evaluate a prompt and utilize my notes for creating an effective introductory, claims paragraphs, counterargument paragraphs, and conclusion.
Position- Chris is to blame for the breakup because….
Label the essay to demonstrate your understanding
2. Comparing & Contrasting the Focus & Organization
NOTES: Informative Writing vs. Argumentative Essays
3. Guided Gathering of Evidence
We will read two articles, “Letter of Despair” by Rhi and “Letter of Deceit” by Chris, and practice underlining evidence to support our position. Writing Prompt: Who is to blame for the breakup? (You will be blaming Rhi in your essay since the sample essay provided defends her.)
Challenge: Begin writing an argumentative essay in which your position is that Rhi is to blame for the breakup because….
EXIT: Brain Dump- Write what you know about argumentative writing on the index card provided....
Wednesday 3/14
Bell Work à
What is alike and what is different about informative writing and argumentative writing regarding format? Chart out the layout for each and then write a short blurb explaining what is different.
*QUIZ tomorrow!
1. Challenge: Finish writing an argumentative essay in which your position is that Rhi is to blame for the breakup because….
2. Color Code your essay.
Exit: What areas do you need to strengthen in regards to your argumentative writing knowledge and performance?
Thursday 3/15
Bell Work à Write your name and the question on your sticky note.
Then, respond to the question and place under the correct category on the board.
CATEGORIES
Introductory Paragraph
Claims Paragraph
Counterargument Paragraph
Concluding Paragraph
**(Tips, Reminders, Vocabulary, Transitions?)
Learning Intentions:
- How do I write an argumentative essay?
SUCCESS Criteria:
- I can evaluate an essay for an effective introductory, claims paragraphs, counterargument paragraphs, and conclusion by use of my notes and assessment rubric.
- I can write an effective argumentative essay by using my notes and limited assistance.
- Self-Assessment Rubric
Exit: Share what you are confident about in regards to argumentative writing and where you feel still less than 100% about making it advanced…
Friday 3/16 *Prom Fashion Show Day
Bell Work à *Write your name on the card you receive.
Respond to your question card and place it under the correct category... be ready to explain why.
CATEGORIES
Introductory Paragraph
Claims Paragraph
Counterargument Paragraph
Concluding Paragraph
**(Tips, Reminders, Vocabulary, Transitions?)
SUGAR SKULL ACTIVITY - Argumentative Writing
*KETCHUP Day!
Exit: Organize the argumentative nouns and verbs from the board into two columns: for and against.
Due:
Assignment
ENGLISH III
Standard: R.KID.2
Cornerstone: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
Standard: W.TTP.2
Cornerstone: Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
Monday 3/5 *Informative/Explanatory Essay
EOC Testing Conditions / Essay
Prompt: How can people prevent diseases from spreading?
*When you finish work on CHEAT SHEET for Midterm.
Tuesday 3/6 *Prep for MIDTERM test
Bell Work -What are some prewriting notes and strategies you plan to implement when given a writing prompt?
LEARNING INTENTIONS:
How do I evaluate my writing when I write the essay?
SUCCESS Criteria:
*I can evaluate my writing by studying my notes and recognizing the techniques needed to produce an essay that scores high on the evaluative rubric.
- Evaluate your essay using the self-assessment rubric handout
- Color Code your Sentences: *provide an edit sheet if you realize you left items out that need to be included.
- Work on CHEAT SHEET for Midterm.
Introductory Paragraph
Hook - PURPLE
Background Information - YELLOW
Thesis (which has your three topics listed) - BROWN
EACH Body Paragraph
Topic Sentence - GRAY
Important Evidence - RED
Detailed Analysis - GREEN
Ending Statement - BLUE
Concluding Paragraph
Sentence that states thesis in a different way – BOX it in
Summarizing of each topic – CIRCLE it
Statement about why the topics matter – SQUIGGLY underline it
Exit: GOAL Setting: What areas do you need to study or commit to memory to write an effective informative essay?
Wednesday 3/7
MIDTERM TEST
Thursday 3/8 ½ day Career Day Program
Friday 3/9
SEE-YA in the Boro – ELA Event at MTSU
In lieu of field trip attendance, a narrative writing assignment over Down with the Shine by Kate Karyus Quinn will be given.
Due:
Assignment
ENGLISH III
Standard: R.KID.2
Cornerstone: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
Standard: W.TTP.2
Cornerstone: Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
Monday 2/26
Bell Workà
Brain Dump – Write what you think you know about informative essay writing on the index card given to you.
LEARNING INTENTIONS:
How do you determine evidence to select?
How do you develop an effective introductory paragraph?
How do you develop effective body paragraphs?
SUCCESS Criteria:
*I can match relevant information from the text to best support the writing prompt question.
*I can introduce my essay by including a hook, background information, and a thesis that includes my three topics from relevant evidence.
*I can utilize the TIDIDE method to explain my topic with focus and organization.
Whole class instruction using the following texts:
(This worked example will stay in your comp. book)
“Wash Your Hands”
“Quit Smoking”
“A Dozen Reasons to Exercise”
PROMPT: How can our health be improved?
- Whole Class- Review each article. Underline specific evidence that can be used as textual evidence. Find two per article.
- Whole Class- Create introductory paragraph.
- Begin TIDIDE body paragraphs.
Exit: Look back at your index card, on the reverse side write all the information you have know about informative essay writing now.
QUIZ on Wednesday:
Explain the process for selecting evidence as you read the articles.
Explain how to write an introductory paragraph using the 3 part requirement.
Explain how to create body paragraphs using TIDIDE.
Tuesday 2/27
Bell Workà Review your notes for a QUIZ! (quiz on Wednesday)
LEARNING INTENTIONS:
How do I vary my introducing of relevant textual evidence?
How do I provide a smooth transition between sentences and paragraphs?
SUCCESS Criteria:
*I can incorporate varying techniques of introducing textual evidence into my writing by use of my notes.
*I can include appropriate transitional words based on the relationship of ideas within the paragraph and at the start of a new paragraph to link my ideas.
Continue body paragraphs using the worked example
Exit: Without using your notes, share how to vary introducing textual evidence. Provide examples to demonstrate your mastery.
Wednesday 2/28
Bell Workà Critique the following YUCKY introductory paragraph and provide edits.
I think health can be improved a lot. It take time to fix things. Both articles talk about being clean, smoking working out. I will talk about all of that stuff in my essay.
LEARNING INTENTIONS:
How do I write an effective concluding paragraph?
How do I monitor my writing to make sure I am using effective techniques?
SUCCESS Criteria:
*I can write an effective concluding paragraph by beginning with a concluding transitional word, summarizing each topic from my thesis, and ending with a strong statement about why the topics matter.
*I can monitor my writing by creating notes upon the start of my TNReady writing exam which includes an outline and helpful reminders.
- QUIZ
- Transitional Words practice
- Advanced: Concluding Paragraph
- FINISH ESSAY - Make edits to include transitional words; Make necessary changes to your concluding paragraph.
Exit: What difficulties are you experiencing with informative writing?
Thursday 3/1
Bell Workà What are some prewriting notes and strategies you plan to implement when given a writing prompt?
LEARNING INTENTIONS:
How do I evaluate my writing when I write the essay?
SUCCESS Criteria:
*I can evaluate my writing by studying my notes and recognizing the techniques needed to produce an essay that scores high on the evaluative rubric.
- Evaluate your essay using the self-assessment rubric handout
- Color Code your Sentences: *provide an edit sheet if you realize you left items out that need to be included.
Introductory Paragraph
Hook - PURPLE
Background Information - YELLOW
Thesis (which has your three topics listed) - BROWN
EACH Body Paragraph
Topic Sentence - GRAY
Important Evidence - RED
Detailed Analysis - GREEN
Ending Statement - BLUE
Concluding Paragraph
Sentence that states thesis in a different way – BOX it in
Summarizing of each topic – CIRCLE it
Statement about why the topics matter – SQUIGGLY underline it
Exit: GOAL Setting: What areas do you need to study or commit to memory in order to write an effective informative essay?
Friday 3/2
Due:
Assignment
**Standard: R.KID.2
Cornerstone: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
**Standard: R.IKI.9
Cornerstone: Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches an author takes.
Standard: R.KID.3
Cornerstone: Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
Monday 2/19 – No School
Tuesday 2/20
Bell Work-
What is the purpose of having an alter ego?
How could it be positive in life, and could it cause problems?
1. Alter Ego article & questions
2. YouTube Video: Introducing Con Artist Frank Abagnale
3. The Con Artist: Frank Abagnale – article and questions
Exit: Why is it ironic that Frank Abagnale became an FBI agent?
Wednesday 2/21
Bell Work- What characteristics do successful con artists need to have?
- Read and Listen: “The Life You Save May Be Your Own” textbook p. 1079
- Analyzing Author’s Choices from Story - handout
Exit: How is Mr. Shiftlet different from Frank Abagnale?
Thursday 2/22
Bell Work- Write a critical summary of “The Life You Save May Be Your Own.”
- Short Video Recap
- Could You Spot a Con Artist? TIDE Response questions
Exit: Compare/Contrast the con artist from your self-selected article with that of Mr. Shiftlet.
Friday 2/23
Bell Work- What is the difference between narrative writing and informative writing? Be as specific as possible in regards to content and form.
Comprehension test over “The Life You Save May Be Your Own” p. 1079
*Finish TIDE response questions
NOTES:
How to Write a Thesis Statement
How to Write an Introductory Paragraph
Simple: How to Write a Concluding Paragraph
Advanced: How to Write a Concluding Paragraph
Exit Ticket: What three items must exist in the introductory paragraph?
Due:
Assignment
**Standard: R.KID.2
Cornerstone: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
**Standard: R.IKI.9
Cornerstone: Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches an author takes.
Standard: R.KID.3
Cornerstone: Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
Standard: W.TTP.3
Cornerstone: Write narratives to develop real or imagined experiences or events using effective techniques, well-chosen details, and well-structured event sequences.
English III
Monday 2/12
Bell Work- Finding the Main Idea/Supporting Details (YouTube)
1. Practice with Main Idea/Supporting Details "Personal Relationships in the Not So Good Old Days" article/questions
2. Begin Valentine’s Day Themed Main Idea and Text Structure Review
Exit- What areas of narrative writing are your strengths? What areas do you need to refine? Why?
Tuesday 2/13
Bell Work- Charlotte Perkins Gilman (YouTube) Notes
Based on your findings from the provided informational texts, assume the first person point of view of either Charlotte Perkins Gilman, her husband, or that of Dr. S. Weir Mitchell. You will write a narrative detailing a day in the life of the character you have chosen.
Make sure to include vivid imagery, dialogue, and responses similar to the community’s opinion from the late 1800s and early 1900s. You must make references to specific details provided about the treatment of women in general, patriarchal roles, and medical responses to nervous disorders.
Your paper should be not less that 1 ½ pages in length.
Wednesday 2/14
Bell Work- Padlet Response Link
(In a moment, you will use one of the "Accountable Talk" stems to reply to a classmate's post.)
1. Valentine’s Day Themed Main Idea and Text Structure Review
2. Two articles from Rewire.org (LOVE category) using the SOAPStone approach
Exit: Blog your new knowledge on this PADLET link.
Thursday 2/15
Bell Work- What does the word creep mean? Is it a noun or a verb?
- CREEP / Analyze Lyrics
- AUDIO / “The Yellow Wallpaper” 798 / Tracking
Exit: How did the author demonstrate the narrator’s sickness as getting worse rather than better?
Friday 2/16
Bell Work- View the Crash Course- “The Yellow Wallpaper” (YouTube)
1. Finish "The Yellow Wallpaper" with Tracking
2. Questions
3. DIG DEEP--> What is the wallpaper that constrains you, and who else do you feel might be imprisoned by its pattern? How might you escape to tell your story to influence others?
Exit: Share your struggles and triumphs with me on each of the following topics:
narrative writing, how authors reveal characters, text structure, theme, central idea, TIDE method......
Due:
Assignment
Standard: R.KID.3
Cornerstone: Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
Standard: R.CS.5
Cornerstone: Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of a text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
Standard: W.TTP.3
Cornerstone: Write narratives to develop real or imagined experiences or events using effective techniques, well-chosen details, and well-structured event sequences.
English III
Monday 2/5
Bell Work- Discussion/Read Aloud: TN State Narrative Writing Rubric
Movie Analysis with Rubric Focused Questions
Tuesday 2/6
Bell Work- Gender Roles (YouTube) & Discussion
1. "I'm Just a Girl" by Gwen Stefani (Interview) /"I'm Just a Girl" music video
Annotate and track the sections. How does this contribute to its overall meaning? Verses Written by a Young Lady, on Women Born to Be Controll'd!
3. Using evidence from the poem and lyrics, explain the similarities and differences between the two.
4. Question assessment
Exit Ticket: How do lines 5 - 12 support the controlling idea found in line 3? Why did the author provide the information in lines 5 - 12?
Wednesday 2/7
Bell Work- Can You Die of Fright? (YouTube) & Discussion
1. Kate Chopin's "The Story of an Hour" & Annotate
2. Text-Dependent Questions
Exit Ticket: What connections or central ideas exist for the lead characters in "The Story of an Hour" and "Verses Written by a Young Lady, on Women Born to Be Controll'd!"?
Thursday 2/8
Bell Work- Review each section from the Narrative Rubric. Evaluate what you will need to produce in your writing to satisfy each component from the rubric.
TNReady State Sample Narrative Prompt
from “Between One and Three” by Max Brand
In this passage, the author creates suspense about what will happen next. Write a continuation of the story that resolves that suspense. Be sure to use what you have learned about the setting, characters, and plot of the passage. Manage your time carefully so that you can
- Plan your response
- Write your response
Your written response should be in the form of a multi-paragraph narrative story.
*Evaluate your writing using the provided rubric if time permits…
Friday 2/9
Reward Day (Eligibility: Earning an overall A or a B --- OR having no missing work!)
Due:
Assignment
ENGLISH III
Standard: R.KID.3
Cornerstone: Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
Standard: R.CS.5
Cornerstone: Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of a text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
Standard: W.TTP.3
Cornerstone: Write narratives to develop real or imagined experiences or events using effective techniques, well-chosen details, and well-structured event sequences.
Monday 1/29
Bell Work- FEEDBACK from peer… Assess response on your sticky note.
How does their answer support the question of how TIDE METHOD assists in informative essay writing? If not, explain what is missing in their response.
!!!!!! KETCHUP DAY !!!!!!
Finish TIDE responses and test
*Opportunity to complete EXTRA CREDIT… due WEDNESDAY for credit.
Tuesday 1/30
Share current knowledge about how an author can surprise and terrify their readers…
- Suspenseful Writing Notes – YouTube Video
- How do authors surprise and terrify readers? Narrative Writing Packet
(Annotate and respond to questions within the document.)
Exit: Give at least two methods an author can use to create suspense.
What should a test taker find first when beginning a writing test? Where can this be found?
Wednesday 1/31
Bell Work- YouTube- Descriptive/Sensory Language
- What is the difference between telling someone how a character is and showing them?
- Show how to transform the following: The senior was happy to be walking across the stage at graduation.
Task: Create a full page narrative (front and back) in which you continue the suspenseful story from the movie trailer, The Shortcut.
Stimulus: Use your notes from the movie trailer.
Color Code:
*Review your Narrative Rubric
Dialogue = purple
Foreshadowing = red
Showing NOT telling = green (setting, characters, etc.)
Exit: Explain how today’s activities helped you reach our learning intentions.
What questions do you still have about narrative writing?
Thursday 2/1 Early Dismissal Day
Bell Work- Evaluate the TN State Dept. Narrative Rubric. Write a short blurb for each category explaining what we are looking for in your writing.
Task: Create a full page narrative (front and back) in which you continue the suspenseful story from the movie trailer, The Shortcut.
Stimulus: Use your notes from the movie trailer.
Color Code:
*Review your Narrative Rubric
Dialogue = purple
Foreshadowing = red
Showing NOT telling = green (setting, characters, etc.)
Exit: Explain how today’s activities helped you better understand narrative writing.
Friday 2/2
CFA Assessment #1
Color Code your Narrative, The Shortcut:
Dialogue = purple
Foreshadowing = red
Showing NOT telling = green (setting, characters, etc.)
Due:
Assignment
English III
Standard: R.KID.3
Cornerstone: Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
Standard: R.CS.5
Cornerstone: Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of a text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
Monday 1/22
Bell Work- The Power of Listening Take notes on his message.
Be ready for a discussion.
- Annotation of 1st article and 2nd article on your own.
- In the large box, draw symbols, images, words that represent the main concepts.
Exit: Explain what annotation is and WHY it can benefit your comprehension of a story or article.
Tuesday 1/23
Bell Work- How to Grow Your Brain
What does pretesting our knowledge have to do with growth mindset?
1. Pretest of Skills (State Assessment Practice)
2. GROWTH MINDSET - Reading and analysis (Finish for HW)
Exit: Explain your understanding of a growth mindset AND what effect that will have on your life.
Wednesday 1/24
Bell Work- Making Inferences and Drawing Conclusions YouTube Video
How is watching movies similar to reading stories? What is different?
LEARNING Intentions
How does making inferences while we read impact our comprehension?
How do we create a paragraph response that includes cited evidence correctly?
SUCCESS Criteria
I can interpret character actions and events and form logical conclusions.
I can utilize the TIDE method from my notes to create effective responses.
1. How to Cite Evidence Using TIDE ---- NOTES
Exit: Explain your "take-away" knowledge from today's activities, and share
what knowledge is on your "not yet" list.
Thursday 1/25
Bell Work- Write down a personal definition for each of the plot elements listed below...
Exposition
Rising Action
Climax
Falling Action
Resolution
Assess your understanding of each element:
Birds on a Wire – Short Pixar Movie
LEARNING Intentions
How do I determine the most relevant information to retell the plot sequence?
How do we create a paragraph response that includes cited evidence correctly?
SUCCESS Criteria
I can interpret the events from the story and how they follow a logical sequence using the plot elements.
I can utilize the TIDE method from my notes to create effective responses.
Exit: Evaluate the story's ending. Why did Theodora exclaim," 'Father--O father! ' "
Friday 1/26
Bell Work- Write on the index card I give you. :)
- WITHOUT using your notes or a neighbor, explain each step of the TIDE method.
- Which step of the TIDE method is the hardest for you? Why?
LEARNING Intentions
How do we create a paragraph response that includes cited evidence correctly?
SUCCESS Criteria
I can utilize the TIDE method from my notes to create effective responses.
- TEST – Comprehension Assessment “April Showers” by Edith Wharton
- Using your TIDE notes as a reference, respond to questions 1-7 of the handout in TIDE format. Answer 8-10 in complete sentences.
Exit: Characterization is how an author reveals a character by how they speak, feel, think, look, act, and the effect on others. Explain how characterization can assist a reader in making an inference.
*Individual Feedback will be given while students are learning and performing the TIDE method to assist in later essay writing
Due:
Assignment
Standards:
Integrate and evaluate information presented in diverse media formats, such as visual, quantitative, and oral formats. (SL.CC.2)
Cite specific textual evidence when writing or speaking to support conclusions drawn from the text. (R.KID.1)
Summarize the key supporting details and ideas from a text. (R.KID.2)
Wednesday 1/10
Bell Work - Complete the Student Information handout given to you at the beginning of class.
Learning Intentions:
*I will demonstrate my ability to follow verbal and written directions.
1. Subscribing to Class Page!!
Whole Class: Review Class Syllabus / Online posting of class assignments / iNow grades
Learning Intentions:
*I will provide an objective written summary that includes my knowledge of EACH opening procedure, class expectation, closing procedure, and consequences.
*I will study my learning gaps and be prepared for a quiz tomorrow.
2. A Report on Knowledge Gained
Step 1: Without using the syllabus, write an objective summary about opening procedures, class expectations, and closing procedures. Make sure to include information about consequences.
Step 2: Grab a colored pencil from the large table. Review the class syllabus, and write in any information you have missed onto your summary.
**STUDY THIS SHEET FOR A QUIZ TOMORROW. You will turn in this assignment for a grade before we take our quiz tomorrow.
EXIT TICKET: TBA – Wait for teacher signal to complete this action.
Thursday 1/11
Bell Work- Study your notes and syllabus for a quiz... (Be ready to turn these items in before the quiz.)
EXIT TICKET: TBA – Wait for teacher signal to complete this action.
Friday 1/12
Bell Work- TedTalks - The Power of Listening (notes/discussion)
YouTube Video: “10 Weird School Rules from Other Countries”
EXIT TICKET: TBA – Wait for teacher signal to complete this action.